Mapping metacognitive awareness of Chinese language learners

The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p0.05) better compared to male (Mdn= 30).

Beyond Willingness to Speak Chinese: Case of Transferring Learning Chinese into Communication among University of Ghana Students.

Willingness to communicate (WTC) has become an important role that facilitate language learning, the aim of this paper is to investigate WTC in Chinese as foreign language of motivation to transfer learning through oral communication among students learning Chinese at the university of Ghana. Second language learner’s motivation to transfer learning is grounded on effort, desire, knowledge, and skills learned in classroom and beyond the classroom to achieve the goal of learning a language. By adopting a survey approach, a quantitative data was administered for the study via questionnaires. one hundred (100) participants from level 200,300 and 400 were involved in the study to ascertain the factors that influence student’s willingness to communicate in Chinese. According to the results, personality trait, environment and teaching practice, language skills, the complexity of medium of translation, anxiety and self-confidence, were factors that contributes to students WTC. Keywords-University of Ghana, Chinese learners, willingness to communicate

Chinese and Slavic Culture Differences for Chinese Language Teaching in Ukraine

Teaching Chinese as foreign language is not only a language teaching, but also a cultural teaching. To teachers, the teaching objects are foreigners who have different cultural backgrounds. To learners, it is a social cultural communication. There are lots of differences between Chinese and Slavic cultures, which have great impact on language learners. That is to say, teachers need to consider the differences and adopt effective measures to help Ukraine students grasp Chinese. Language is the carrier of culture, and language itself is also an important part of culture. "Teaching Chinese as a Foreign Language" is both a language teaching and a kind of cultural teaching. The unity of language teaching and cultural teaching is the most fundamental characteristic of teaching Chinese as a foreign language. The core and purpose of teaching Chinese as a foreign language is to cultivate students'communicative competence in Chinese. For students whose native language is non-Chinese, this communicative competence in Chinese is a cross-cultural communication ability. The system of kinship terms represents the traditional culture of any nation and reflect the historical accumulation of different titles, respectively, represent different language culture. Kinship terms, as a basic vocabulary in a tight form of the national language system. relatively stable, reflecting a social life of nations, cultural traditions, national psychology and so on. Although there are similarities between ethnic and national phenomenon, but similar does not mean exactly the same, there are some difference to identify those key kinship.

Categorization of Chinese Character Radicals and Instruction of Chinese Character for Teaching Chinese as Foreign Language

<p align="LEFT">Chinese characters have always been the</p><p align="LEFT">difficulty of teaching Chinese as a foreign</p><p align="LEFT">language, especially for Chinese learners of</p><p align="LEFT">non-Chinese cultural circles. Based on the</p><p align="LEFT">characteristics of Chinese characters and the</p><p align="LEFT">cognitive law of "linguistic concept" and</p><p align="LEFT">"categorization" of Chinese characters, the</p><p align="LEFT">article aims to design a set of radicals "Typical</p><p align="LEFT">attribute", with the radicals as the "prototype",</p><p align="LEFT">"typical members" and "atypical members" of</p><p align="LEFT">the hierarchical system for Chinese learners</p><p align="LEFT">more systematic and more reasonable to master</p><p align="LEFT">the Chinese characters to provide a teaching</p><p>model, and After the teaching of Chinese</p><p>characters to provide some reference.</p>

Conversation Code-switching in Class with Chinese as Foreign Language

This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly.